Discours publics sur le programme d'évaluation nationale en Australie
Author(s)
Thomas, Sue
Griffith University Author(s)
Year published
2014
Metadata
Show full item recordAbstract
In Australia and around the world there is increasing interest in the interrelationships between the media and education. This paper explores this interrelationship through an investigation of the connections between the policy on, and media coverage of, the National Assessment Program in Australia. The paper argues that both the media and education policy can be understood as public discourses. It employs critical discourse analysis to trace the interdiscursive connections between these discourses. Analysis confirmed the media as an integral part of the proliferation of discourses that constitute public debates on education ...
View more >In Australia and around the world there is increasing interest in the interrelationships between the media and education. This paper explores this interrelationship through an investigation of the connections between the policy on, and media coverage of, the National Assessment Program in Australia. The paper argues that both the media and education policy can be understood as public discourses. It employs critical discourse analysis to trace the interdiscursive connections between these discourses. Analysis confirmed the media as an integral part of the proliferation of discourses that constitute public debates on education policies and demonstrated the ways in which the media acted as a conduit, colluding with government to construct an authoritative public version of the national assessment program and of teacher quality.
View less >
View more >In Australia and around the world there is increasing interest in the interrelationships between the media and education. This paper explores this interrelationship through an investigation of the connections between the policy on, and media coverage of, the National Assessment Program in Australia. The paper argues that both the media and education policy can be understood as public discourses. It employs critical discourse analysis to trace the interdiscursive connections between these discourses. Analysis confirmed the media as an integral part of the proliferation of discourses that constitute public debates on education policies and demonstrated the ways in which the media acted as a conduit, colluding with government to construct an authoritative public version of the national assessment program and of teacher quality.
View less >
Journal Title
Revue Internationale d'Éducation Sèvres
Volume
66
Subject
Education Systems not elsewhere classified